FLIPPING WITH OTHERS/ Applying Flipped Learning in CSR Teaching

Dr M. May Seitanidi, Director PhD Programme

THE UK’S EUROPEAN UNIVERSITY

www.kent.ac.uk/kbs

Overview

• What is Flipped Learning?

• Application in CSR Teaching

• Reflections

Page 3

Developed in collaboration with the Institute of Business Ethics,

London, UK

What is Flipped Learning

• “Flipped Learning is a pedagogical approach in which

direct instruction moves from the group learning

space to the individual learning space, and the

resulting group space is transformed into a dynamic,

interactive learning environment where the educator

guides students as they apply concepts and engage

creatively in the subject matter.” (The Flipped Learning

Network).

MODE OF DELIVERY:

So, Flipped Learning can:

• Extend the student learning experience outside the

classroom• Provide structure for the student’s learning in their own time

• Learning on demand

• Free up class time to add more dynamic activities• Depending on academic’s creativity (heavy investment of time to

start with)

• Develop a transformational learning experience with real

impact

Page 7

Application of FL in CSR Teaching:Page 8

Teaching informed by:

• cross-sector collaboration and co-creation of value for the social good

• the use of principles of reflection and student centred learning

Aim:

• develop an understanding of CSR informed by ethical theory and

highlighting the importance of a collaborative approach with internal

and external stakeholder groups

• student empowerment and personal transformation leading to increased

employability

What did it involve?

Page 9

1. Lectures • 2 by module convenor in lecture

theatre (intro FL & Reflection + CSR)• 9 by module convenor recorded in

Panopto (online)• 9 by guest speakers in lecture theatre

2. Seminars• 7 seminars: warm-up linked to guest

speakers, review theory, case studies• 2 seminars for student presentations• 1 seminar in class mock-exam

3. Moodle• 2 Reflective Forums• Links to Panopto lectures• Material from each guest speakers &

module sponsor (IBE)• Reflective Journal

4. Reflection • Individual-group-collective-public

5. CSR Blog• Public reflection

6. Drop Box Folder • Sharing material with all guest

speakers

7. Online & Offline interaction with students & guest speakers

• 24 announcements, 213+ conversations (students), 100+ (guest speakers)

8. Visualisation• Avatar, lecture & seminar slides,

guest speakers brief, CSR blog, in-class photos

Guest Speakers

• Mr. Greg Chant-Hall (GCH), Head of Sustainability at Skanska

• Ms. Judith Houston (JH), Business Conduct & Ethics Manager at Lego;

previously Senior Ethics Officer at Network Rail

• Mr. Daniel Johnson (DJ), Institute of Business Ethics, London

• Mr. Mickey Khurana (MK), Compliance & Ethics Manager at Diageo

• Professor Sheldon Leader (SL), Director, Essex Business and Human

Rights Project, University of Essex

• Mrs. Philippa Foster Back (PF), Director, Institute of Business Ethics

(IBE)

• Mr. Ian Stevens (IS), Programme Manager (Suicide Prevention),

Networkrail

• Mr. Javier Santoyo (JS), Corporate Relationships Manager, National

Council for Voluntary Organisations (NCVO)

SequenceListen to Panopto

Lectures & Engage

with online material

Attend Lecture

1/ Audit Lecture

2/ Prepare for the in-

class question by

reading material

associated with guest

speaker online

3/ In case of reflection

complete reflective

journal

1/ Interact with the guest

speaker

2/ Discuss within your

group your individual

reflection

3/ Participate in class

discussion

Attend Seminar

1/ Read & take notes of

case study, prepare

questions

Prepare for Seminar

1/ Contribute to the case

study narration

2/ Answer questions

Contribute to CSR Blog,

Reflective Forums

Outputs:

• Number of students:69

• Individual Assignments: 48-75% • Mean=61.9%, SD=9.9 & 15.9% 1sts awarded

• Group work marks: 58-72 • Mean=65.19%, SD=4.31

• Exams: 35-72% • Mean=60.18%, SD: 6.18

• All students passed all coursework

• High levels of student satisfaction with the module

Outcomes:

• High levels of engagement

• Critical thinking and emotional buy-in

• Out-of-class and beyond module engagement

• Dramatic increase in student confidence

• Increased reflexivity

• Developing genuine interest in the field of CSR

beyond the module & sustaining it

Student feedback

Page 17

“ …students to want to meet to discuss the work [in advance of the seminars]. This just shows that due to the involvement that is required in the seminars and due to the emphasis May places on participation, all students want to have something to say in the seminar and thus complete the work to ensure this happens. This saw a lot of students who did not normally get involved in group projects and class discussions actually speak up showing their confidence”

“ … by challenging us to share our perspective,

whilst encouraging reflection. Personally, this has

enhanced my communication skills and

encouraged me to be more open minded -

invaluable skills that I will use to build a successful

career following graduation”

This module ‘saved’ me, as it

motivated me to start attending other

modules. She has dedicated an

enormous amount of time to this module,

but also to me personally … giving to me

the opportunity to assist with the ‘CSR

and Student Reflections’ blog”

“ … to understand that businesses have an

extended chain of responsibility, and as an

individual, I too should be aware of the

impact of my actions on a network of

stakeholders. This has led me to change

my purchasing habits and consequently

avoid consuming products manufactured

through poorly managed supply chains”

IMPACT

How to use the new Kent owerPoint template

1 job offer to a

student by the IBE

1 internship to a

student by

NetoworkRail with the

potential job offer in

September

1 student

interested to do a

PhD in CSR

Reflections

• Structure, consistent implementation, continuous interaction, encouragement, collaborative approach

• Positive outputs and outcomes with examples of impact

• Preparation & time intensive

• Personally rewarding for academic: inspirational, positive feedback, PhD (ESRC 1+3), excellent opportunity to interact with practitioner organisations

• KBS: excellent for student satisfaction, engagement with practitioners

Page 20

THE UK’S EUROPEAN UNIVERSITY

www.kent.ac.uk/kbs